With the passage of an "academic freedom" act in Louisiana, there's never been a more appropriate time to talk about the evolution of creationism. Providing the history, the overview, and a look at key creationist tactics will be Dr. Eugenie Scott, executive director of the National Center for Science Education. Dr. Barbara Forrest from Southeastern Louisiana University, will discuss the likely impact of the new Louisiana law on teaching science in the state. The Honorable Judge John E. Jones, who presided over the landmark 2005 Kitzmiller v. Dover trial (which banished intelligent design from the classroom), will discuss the case law leading to the Dover trial and how judges decide what is good science. Dr. Ken Miller, author of Only a Theory: Evolution and the Battle for America's Soul, will dissect the "science" of intelligent design.
Cost: High school teachers and students free with proof of status; others: conference registration fee ($445).
Further details can be found on this page.

After the failure of creation science and intelligent design to survive legal tests of their constitutionality, the creationist movement evolved new strategies. These call for teaching the “strengths and weaknesses of evolution” or the “critical analysis of evolution” which are creationism in disguise. In lieu of policies promoting the teaching of creation science or Intelligent Design, modern creationists try to change state science education standards or pass state legislation to promote these “softer” and less-obvious approaches. Such “Academic Freedom Act” legislation has popped up in several states already, and reflects the creationism du jour.

Dr. Scott's talk is part of a larger event: "Darwin Today: Evolution and Scientific Thought", which runs from 10am to 4pm.

Catholic teachers are not infrequently challenged by students or parents (or even fellow teachers) about their teaching of the theory of biological evolution. Three events in the last few years have lent greater urgency to this question: the publication of atheist Richard Dawkin’s The God Delusion, Young Earth Creationist Ken Ham’s opening of the Answers-in-Genesis “Creation Museum” outside Cincinnati, and the release of the film "Expelled: No Intelligence Allowed." There has been much sensational news coverage in recent years of creationism, intelligent design, and the biological theory of evolution. Is there really a conflict? Can we both (1) believe in God, and at the same time (2) accept the evolutionary assumptions of modern biology? Does the Bible teach us about science? Did a flood cover the entire earth in the days of Noah? Are atheism and biblical literalism the only genuine possibilities? What matters are truly at stake in this apparent conflict? This talk will offer an overview and provide teachers with resources for use in the classroom and with parents.

Catholic teachers are not infrequently challenged by students or parents (or even fellow teachers) about their teaching of the theory of biological evolution. Three events in the last few years have lent greater urgency to this question: the publication of atheist Richard Dawkin’s The God Delusion, Young Earth Creationist Ken Ham’s opening of the Answers-in-Genesis “Creation Museum” outside Cincinnati, and the release of the film "Expelled: No Intelligence Allowed." There has been much sensational news coverage in recent years of creationism, intelligent design, and the biological theory of evolution. Is there really a conflict? Can we both (1) believe in God, and at the same time (2) accept the evolutionary assumptions of modern biology? Does the Bible teach us about science? Did a flood cover the entire earth in the days of Noah? Are atheism and biblical literalism the only genuine possibilities? What matters are truly at stake in this apparent conflict? This talk will offer an overview and provide teachers with resources for use in the classroom and with parents.

After the failure of creation science and intelligent design to survive legal tests of their constitutionality, the creationist movement evolved new strategies. These call for teaching the “strengths and weaknesses of evolution” or the “critical analysis of evolution” which are creationism in disguise. In lieu of policies promoting the teaching of creation science or Intelligent Design, modern creationists try to change state science education standards or pass state legislation to promote these “softer” and less-obvious approaches. Such “Academic Freedom Act” legislation has popped up in several states already, and reflects the creationism du jour.

Dr. Scott's talk is part of a larger event: "Darwin Today: Evolution and Scientific Thought", which runs from 10am to 4pm.

This symposium will address how scientists, theologians, and education researchers might collaborate more effectively in the future. Scientists and theologians who have written eloquently about science and faith will interact with education researchers who examined how people learn about evolution specifically and the processes, nature, and limits of science more generally. Following brief presentations, a moderated discussion will explore ways that this combination of expertise might help to shape science education programs around evolution and other similar "controversial" topics.

This symposium will address how scientists, theologians, and education researchers might collaborate more effectively in the future. Scientists and theologians who have written eloquently about science and faith will interact with education researchers who examined how people learn about evolution specifically and the processes, nature, and limits of science more generally. Following brief presentations, a moderated discussion will explore ways that this combination of expertise might help to shape science education programs around evolution and other similar "controversial" topics.

After the failure of Intelligent Design to survive a legal test of its constitutionality (Kitzmiller v Dover) the creationist movement evolved new strategies. These call for teaching the “strengths and weaknesses of evolution” or the “critical analysis of evolution” which are creationism in disguise. In lieu of Dover-like policies promoting the teaching of Intelligent Design, the Discovery Institute has provided model legislation for states to pass to promote these approaches. This “Academic Freedom Act” legislation has popped up in several states already, and reflects the creationism du jour.

After the failure of Intelligent Design to survive a legal test of its constitutionality (Kitzmiller v Dover) the creationist movement evolved new strategies. These call for teaching the “strengths and weaknesses of evolution” or the “critical analysis of evolution” which are creationism in disguise. In lieu of Dover-like policies promoting the teaching of Intelligent Design, the Discovery Institute has provided model legislation for states to pass to promote these approaches. This “Academic Freedom Act” legislation has popped up in several states already, and reflects the creationism du jour.

Three arguments have characterized the creationist movement since the Scopes Trial of 1925. One or more of these “pillars of creationism” are found in any given creationist book, video, letter to the editor, legislation, policy statement – virtually any source. Of most importance to creationists themselves is the concept that evolution and Christian religion are incompatible. They also contend that evolution as a scientific explanation is weak, and on the verge of being abandoned by scientists – who are just not letting the public in on the big secret. Finally, the most successful of the pillars is the “fairness” pillar: the idea that it is only fair to “balance” evolution with the presentation of some alternative. These alternatives have variously included creationism, creation science, intelligent design, and “evidence against evolution.” All of the pillars of creationism have factual or conceptual weaknesses which remove them as serious challenges to evolution, but all three continue to be proposed with success to the public.

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NCSE staff members are available to give lectures and workshops on evolution and climate education, and controversies surrounding them, for teachers, clergy members, students, scientists, and the general public.